This article shows the results of a narrative inquiry process that studies the teaching knowledge of a group of teachers in the Chilean school system. It explores various meaningful pedagogical experiences these teachers have had. The research consisted of the creation of an inquiry group constituted by the authors of this article, and its main axis was the construction of experience stories. These experience stories were rewritten as they were also mediated by comments and reflections of the research group. Results derived from three writings that show teacher´s different experiences and reflections about the purpose of the educational work. It also presents conclusions on the teaching knowledge and its relational dimension.
Bugueño, V., Fierro Becker, F., Vargas, N., & Vivanco, S. (2020). Narrative Inquiry and teacher knowledge: Experience stories of three chilean teachers. Revista Chilena De Pedagogía, 2(1), 49–77. https://doi.org/10.5354/2452-5855.2020.60563
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